title: Cognitive task analysis-based design and authoring software for simulation training.
abstract: The development of more effective medical simulators requires a collaborative team effort where three kinds of expertise are carefully coordinated: (1) exceptional medical expertise focused on providing complete and accurate information about the medical challenges (i.e., critical skills and knowledge) to be simulated; (2) instructional expertise focused on the design of simulation-based training and assessment methods that produce maximum learning and transfer to patient care; and (3) software development expertise that permits the efficient design and development of the software required to capture expertise, present it in an engaging way, and assess student interactions with the simulator. In this discussion, we describe a method of capturing more complete and accurate medical information for simulators and combine it with new instructional design strategies that emphasize the learning of complex knowledge. Finally, we describe three different types of software support (Development/Authoring, Run Time, and Post Run Time) required at different stages in the development of medical simulations and the instructional design elements of the software required at each stage. We describe the contributions expected of each kind of software and the different instructional control authoring support required.
authors.affiliation: Center for Cognitive Technology, Rossier School of Education, University of Southern California, 250 N. Harbor Drive, Suite 309, Redondo Beach, CA 90277.
authors.forename: Allen
authors.initials: A
authors.lastname: Munro
authors.forename: Richard E
authors.initials: RE
authors.lastname: Clark
mesh_terms: D002983:Clinical Competence; D003198:Computer Simulation; D003194:Computer-Assisted Instruction; D004501:Education, Medical / Q000379:methods*; D006801:Humans; D007858:Learning; D012985:Software Design; D013647:Task Performance and Analysis